Intraverbal behavior governs core elements of academic and intellectual behavior. These intraverbal relations can be explicitly taught when an individual is prompted to provide an appropriate response with pictures, text, or other stimuli following a verbal stimulus. It is possible that a focus on fluency of the target repertoires may lead to more conclusive data. the current study assessed the effects of precision teaching based instruction for component textual repertoires on the acquisition of intraverbal relations. Specifically, this study compared the effectiveness of two textual prompting procedures (with and without fluency-based instruction) on the acquisition and application of intraverbal relations using time-delay and a carefully controlled set of intraverbal stimuli. Results indicate that the use of textual prompts and an errorless time-delay transfer of stimulus control procedure were effective strategies for teaching intraverbal responses regardless of the inclusion of fluency-based instruction.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc115156 |
| Date | 05 1900 |
| Creators | Shrontz, Rachael E. |
| Contributors | Cihon, Traci M., Rosales-Ruiz, Jesus, Ingvarsson, Einar |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Shrontz, Rachael E., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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